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اثر تدريب مدرسي الفيزياء على بعض استراتيجيات التدريس في ادائهم الصفي وفي تحصيل طلبتهم == The Effect of Training Physics Teachers On Some Teaching Strategies In Their Class Performance And In Their Student Achievement
Author name:
عبد الرزاق عيادة محمد اللهيبي
Supervisor name:
فائق فاضل احمد السامرائي | تحسين حسين مبارك
General topic:
Educational Sciences
Specific topic:
Methods of Teaching Physics
Degree:
Master
University:
University of Diyala - Faculty Of Basic Education
Language:
Arabic
University location:
Diyala
First pages:
05T2551 - p.pdf
Abstract:
ان التطور العلمي والتكنولوجي الذي يشهده عالمنا اليوم قد شمل جميع ميادين الحياة، ومن اجل مواكبة هذا التطور فقد اهتمت الكثير من دول العالم اهتماما كبيرا بالتعليم لكونه الوسيلة الاساسية لتجاوز التخلف في جميع نواحيه والسير في ركب الحضارة وفي مقدمتها المدرس | The Scientific and technological development witnessed by our world, has covered all the fields of life. In order to convoy this development, so many countries paid great attention to teaching as the basic means to get rid of failure and go ahead towards civilization considering teacher as a basic core in supporting the educational process. Most of educationalists agree to some extent that the basic factor of the success of the educational process depends on what the teacher's experience, his/her desire, readiness, knowledge and methods of teaching. Consequently, a great attention should be paid to the teacher's conditions regarding him/her as the most effective factor in the educational process. Some weak points and problems have appeared especially the weak achievement of the students in different subjects especially in physics. Most students feel that it is so difficult. So it seems very necessary to pay attention to the training programs of teachers in accordance with the new changes in society. Teachers should also adopt modern trends and methods of teaching which concentrate on using multi - strategies that help develop their skills and performances. The present study aims at identifying the effect of training programmes of physic teachers on some of the teaching strategies and their performances at the class and their student’s achievement. In order to carry out the aim of the research, the following hypotheses were put : 1 - There are no significant statistical differences at 0.05 level between the mean scores performance of the experimental group who were submitted to the training programmes and those of the control group who were not submitted to the training programmes in some teaching strategies. 2 - There are no significant differences at 0.05 level between the mean scores of performance of teachers of the experimental group and those of the control group in teaching some physical concepts. 3 - There are no significant differences at 0.05 level between the mean score of teachers performances of the experimental group and those of the control group in teaching physical directions. 4 - There are no significant differences at 0.05 level between the mean score of teachers performances of the experimental group and those of the control group in physical problems solving.5 - There are no significant differences at 0.05 level between the mean scores of the achievement of students who were taught by teachers submitted to the training programme and the achievement of students who were taught by teachers who were not submitted to it. The population of the present research consisted of 26 female and male teachers. 13 for the experimental group and 13 for the control group. The population of the students consisted of 515 female and male students, 256 femal and male student in the experimental group and 259 female and male in the controlled group, of the 2nd grade at the intermediate stage in the state directorate of education in Diyala province - Baquba, for the academic year 2004 - 2005. Random groups design was selected by the researcher (two groups, experimental of control groups with post - test). The researcher made a training programme for the teachers of physics for the intermediate second grade consisted of three sections : The first, contains the contents of scientific knowledge and some strategies of teaching facts and scientific concepts. The second, contains strategies of teaching directions and the third one contains some strategies concerning physical problems solving. The programme lasted six days. To measure the performance of the teachers, the researcher adopted observation card. An achievement test was also prepared for the 2nd grade students of the intermediate stage. The test was given to specialists to get validity, reliability, and items discrimination, so as to be valid tool to compare the scores of the samples of the two groups (experimental & control). Data was analysed by using t - test and person correlation. Results revealed that there were significant differences between the mean scores of the performance of experimental group subjects (teachers) who were submitted to training programme and those who were not submitted to it, in teaching physical concepts, directions and physical problems solving. The differences were for the experimental group. Results also showed that there were significant differences between the mean score of achievement of the students who were taught by the teachers of the experimental group. Recommendations1 - Great emphasis should be given by the directorate of Education in Diyala to training programmes concerning some strategies of teaching in physics. 2 - Conducting training courses for supervisors of physics to make them acquainted with strategies of teaching scientific knowledge contents to be able to direct teachers of physics.
Summary:
05T2551 - A.pdf
References:
05T2551 - R.pdf
